The aim of this study was to dictate sweetheart multimedia production and its effectiveness in improving auditory and visual memory problems and learning disabilities were spelled students' academic self-efficacy. The research design was quasi-experimental and two group More
The aim of this study was to dictate sweetheart multimedia production and its effectiveness in improving auditory and visual memory problems and learning disabilities were spelled students' academic self-efficacy. The research design was quasi-experimental and two group pre-test and post-test. The population consisted of students with disabilities in learning second grade elementary school was well Shabestar`s in the academic year 94-95. The sample consisted of 16 subjects who were randomly of these, 8 patients in the experimental group and 8 patients in the control group. 15 sessions with multimedia dictate the experimental group and the control group with conventional methods were trained assistant. The students at the center of the test to detect learning disabilities visual memory, auditory memory test and spelling test was used. Spelling test data collection, to determine the normal distribution of data Kolmogorov-Smirnov test and analysis of covariance was used to analyze the data. Results showed that students who dictated multimedia companion, that the students were trained in the conventional trained significantly greater improvement in visual memory problems as well as their academic self-efficacy. So dictated multimedia companion improve auditory (P<0/01) and visual memory (P<0/01) problems and learning disabilities students' academic self-efficacy (P<0/01) spell is effective. It is suggested multimedia spelling dictation assistant in the education of students with disabilities in learning, and for other types of learning disabilities, educational multimedia production.
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study aimed at effect strategies enhancing memory on visual enhance memory and improving spell for elementary school students have been done learning difficulties. Method in semi- More
study aimed at effect strategies enhancing memory on visual enhance memory and improving spell for elementary school students have been done learning difficulties. Method in semi-experimental study 60 students (30 girls and 30 boys) of the second and fifth grade educational level with learning difficulties in lessons of spelling, the sampling method were selected and matched in terms of demographic characteristics. First test of visual memory Kim karad and spell the sample group as was conducted pre-test. The students were for 15 sessions 45 minutes enhance memory training strategies and Kim karad visual memory test again at the end and were evaluated post test spelling. validity spelling test by experts confirm and the correlation coefficient of two unique forms of spelling was obtained based on a pilot implementation of the second 0/98 (0/0001> p) and for fifth grade 0/99 (0/0001> p) and the correlation coefficient for test Kim karad in the pre-test and retest method post test 0/86 (0/0001> p). The data at the dependent t method and analysis of covariance were analyzed. The results showed that both grades teaching has improve to strategies enhance memory significant effect on visual memory students spelling. The results of the analysis of covariance showed that grade and sex does not modify the effect of teaching strategies. Results indicate that the teaching strategies enhance memory can improve visual memory and primary school students their spelling.
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Researches in the field of children with learning disabilities show that these children often have disturbances in perception, language, phonological processing, motor disorders and memory. Memory problems of many of children with learning disabilities associated with v More
Researches in the field of children with learning disabilities show that these children often have disturbances in perception, language, phonological processing, motor disorders and memory. Memory problems of many of children with learning disabilities associated with various auditory and visual processes and memory disorders in these children may be deficient in other cognitive domains. On the one hand, the researches in the field of cognitive rehabilitation show the improvement of executive functions such as attention and memory through this method. Considering the findings and aimed to compare the effectiveness of cognitive rehabilitation in children with learning disabilities (with and without ADHD) in auditory and visual memory improvement, 26 cases of children with learning disabilities (10 with ADHD and 15 without ADHD) was selected and assessed with CSI-4 and rehabilitated through N-back software (21 half-hour sessions) and data were analyzed using multivariate analysis of covariance and t-test. Results showed that cognitive rehabilitation for groups have been effective and differences in effectiveness for auditory memory in the two groups was significant and effective for auditory memory in LD children with ADHD was significant compared to the group without ADHD. The difference for visual memory was not significant.
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The aim of this study was to compare task-process method with working memory method in reducing spelling errors of homophone letters caused by poor visual memory. Thirty male students in third grade of elementary school were trained 10 sessions of task-proce More
The aim of this study was to compare task-process method with working memory method in reducing spelling errors of homophone letters caused by poor visual memory. Thirty male students in third grade of elementary school were trained 10 sessions of task-process method and working memory method. The participants were selected from four elementary schools according to the teachers’ opinions, considering the previous dictations, and the administration of the Wechsler Intelligence Scale-IV. The participants randomly assigned into two experimental groups and control group. In order to assess the effect of training on visual memory, visual memory tests (Kim Karad & Bento, 1945) were used during training sessions. To study the changes, dictation test and memory tests were administered at the end of the fourth session. At the end, the final test and visual memory tests were administered. After twenty days, follow-up tests were administered. The results of repeated measures ANOVA indicated that the instructional methods of task-process and working memory improved visual memory and reduced spelling errors. The working memory method was more effective than the task-process method. The findings suggest that these two methods can be used in addition to other remedial methods.
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